Discipline disproportionality in education has been a topic of conversation for years. African American male students are suspended at much higher rates than their White peers. Although Black students represent less than half of the school population in the United States, they account for a majority of out-of-school suspensions and expulsions. This qualitative study focused on collecting data to examine the attitudes, beliefs, and perceptions of five middle school educators in one middle school building in Ohio; further, this study analyzed how these factors aligned with the educators' views on educational equity and the discipline decisions they made. This study sought to understand these inequitable practices in education through employing the theoretical framework of critical race theory. In this case, critical race theory explains the historical context of the structures and systems that have hindered Black students, creating gaps in student achievement and higher suspension rates among them. There were several key themes and subthemes that emerged throughout the research study. These findings led to recommendations for how district leaders, teachers, and colleges and universities can assist with ensuring equitable discipline practices occur. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]